N8AS 
\Si5 


TWELVE  LESSONS 


0=1  '  '  'N 

9=c  READING,  WRITING,  AND  ARITHMETIC 

DESIGNED  FOR  USE  DURING 


MOONLIGHT  SCHOOL  MONTH 


IN 


NORTH  CAROLINA 


TEACHERS'  EDITION 


issued  from  the  office  of 

State  Supekintendekt  op  Public  Instruction 

Raleigh,  N.  C. 

1915 


TWELVE  LESSONS 


IN 


READING,  WRITING,  AND  ARITHMETIC 


DESIGNED  FOR  USE  DURING 


MOONLIGHT  SCHOOL  MONTH 


IN 


NORTH  CAROLINA 


LOS  ANGELES 
STATE  NORMAL  SCHOOL 


TEACHERS'   EDITION 


issued  from  the  oftice  of 

Statk  Superintekdext  of  Public  Instruction 

Raleioh.  N.  C. 

1915 


118174 


Raleigh,  N.  C. 

Edwaeds  &  Beoughton  Feinting  Co. 

State  Peintees  and  Bindees 

1915 


PREFACE 


Grateful  acknowledgment  is  hereby  made  to  the  members  of  the  State 
Department  of  Education  and  others  who  have  so  heartily  and  unself- 
ishly collaborated  in  the  preparation  of  this  bulletin,  and  sincere  thanks 
are  hereby  expressed  to  the  American  Book  Company  and  the  B.  F. 
Johnson  Publishing  Company  for  their  kind  permission  to  use  in  the 
bulletin  stories  from  their  copyrighted  publications. 

J.    Y.    JOYNEK, 

State  Superintendent  of  Public  Instruction. 


MOONLIGHT  SCHOOLS 


LETTER  TO  SITEKIXTEXDENTS  AND  TEACHERS 

BY   THE 

State  Superinteudeut  of  Public  Instruftion 

To  Superintendents  and  Teachers: 

I  have  been  greatly  gratified  and  deeply  touched  by  the  enthusiastic 
and  unselfish  response  of  the  superintendents  and  teachers  of  the  State 
to  the  call  to  volunteer  for  extra  service  in  organizing  and  conducting 
Moonlight  Schools  to  teach  our  too  long  neglected  adult  illiterates  to 
read  and  write.  When  this  bulletin  went  to  press  five  thousand  teachers 
had  already  voluntarily  pledged  themselves  in  writing  to  teach  without 
compensation  for  at  least  one  month  in  the  moonlight  schools  of  the 
State.  I  have  no  doubt  that  if  others  shall  be  needed  for  the  work,  they 
too  Avill  readily  respond.  Such  a  record  should  make  every  teacher 
of  the  State  prouder  of  his  profession  and  should  challenge  the  admira- 
tion, as  it  merits  the  gratitude,  of  every  good  citizen. 

This  is  educational  work  the  success  of  which  is  necessarily  dependent 
mainly  upon  the  active  leadership  and  wise  direction  of  superintendents 
and  teachers.  The  newspapers  of  the  State,  the  fraternal  and  civic 
organizations  of  every  sort,  like  the  Fanners'  Union,  the  Junior  Order  of 
United  American  Mechanics,  the  Women's  Clubs,  have  pledged  their 
active  and  enthusiastic  support  to  this  commendable  campaign  for  the 
reduction  and  elimination  of  illiteracy.  Rally  all  of  these  agencies  to 
your  assistance  in  organizing  and  directing  the  moonlight  schools  in  your 
counties  and  school  districts,  and  especially  in  interesting  and  enrolling 
in  your  schools  the  men  and  women  who  can  not  read  and  write. 

I  beg  to  make  the  following  suggestions : 

Suggestions. 

1.  Get  from  the  census  the  names  and  addresses  of  all  illiterates  in 
the  school  district.  With  the  aid  of  the  school  committee,  and  others 
Avell  acquainted  with  the  residents  of  the  district,  verify,  and  if  neces- 
sary, correct  and  complete  this  list. 

2.  See  to  it  that  every  one  of  them  receives  a  sympathetic,  tactful, 
and  earnest  personal  invitation  to  attend.  Select  the  right  person  to 
give  this  personal  invitation  to  each — some  neighbor,  some  friend,  some 
fellow-member  of  church  or  fraternal  order,  some  one  that  has  the  confi- 
dence and  friendship  of  the  person  invited  and  knows  how  to  approach 
him. 

3.  Many  illiterates  are  naturally  sensitive  over  their  inability  to  read 
and  write.  Respect  their  feelings.  Let  the  invitations  be  extended,  and 
all  the  other  Avork  of  the  schools  for  them,  be  conducted  in  a  spirit  of 
sympathetic  brotherhood,  good  fellowship  and  democratic  equality.  In 
word  and  act,  avoid  everything  that  may  smack  of  condescension,  pity, 
smug  superiority.     These  are  our  brothers  and  fellow-citizens — in  the 


6 

eyes  of  God  and  tlie  State  as  good  as  Ave  are — suffering  under  the 
handicap  of  illiteracy  for  which  most  of  them  are  not  responsible  be- 
cause in  childhood  they  had  no  opportunity  to  go  to  school  or  had 
nobody  in  authority  over  them  sufHciently  appreciative  of  its  importance 
to  make  them  use  the  opportunity  to  go  to  school.  It  is  our  duty  and 
our  privilege  to  help  them  help  themselves  to  remove  this  handicap  for 
their  own  sake  and  for  the  State's  sake,  before  it  is  forever  too  late. 
In  this  spirit  should  this  work  for  them  and  with  them  be  done. 

4.  By  resolution  adopted  unanimously  by  the  North  Carolina  Press 
Association  at  its  recent  meeting,  the  newspapers  of  the  State  pledged 
themselves  to  print  a  week  in  advance,  the  lessons  in  reading  and  arith- 
metic for  each  week  and  to  send  free  to  each  pupil  of  a  moonlight  school 
in  the  county  for  a  month  a  copy  of  the  county  paper  containing  these 
lessons.  They  also  agreed  to  print  weekly  a  brief  news  letter  from  each 
neighborhood  in  which  a  moonlight  school  is  taught  containing  interest- 
ing items  about  the  school  and  other  news  of  the  neighborhood,  expressed 
in  words  and  sentences  comprehensible  to  adult  beginners  in  reading. 

The  county  superintendent  and  the  teacher  of  each  school  should 
furnish  the  editor  of  the  county  paper  the  names  and  addresses  of  all 
pupils  enrolled  and  should  make  arrangements  with  some  reliable  person 
in  each  district  to  send  this  letter  to  the  paper  each  week.  The  pupils 
should  be  instructed  to  bring  the  paper  with  them  to  school  each  night 
that  it  may  be  used  for  reading  the  lessons,  the  news  letters,  and 
for  general  supplementary  reading. 

Bulletins  containing  the  lessons  have  been  printed  and  furnished  the 
county  superintendent  for  free  distribution  through  the  teachers,  upon 
application,  to  each  pupil  of  a  moonlight  school,  but  these  can  not  take 
the  place  of  the  county  paper.  It  is  important  that  the  county  paper 
should  be  placed  in  their  hands  from  the  first  to  interest  them,  to  stimu- 
late their  desire  to  learn  to  read,  that  they  may  read  their  home  paper 
like  other  folks  and  keep  up  with  what  is  going  on  in  their  county  and 
in  the  world,  to  cultivate  from  the  first  the  useful  habit  of  reading 
their  home  paper,  to  furnish,  as  they  begin  to  learn  to  read,  an  abundant 
supply  each  week  of  the  best  and  most  interesting  material  for  supple- 
mentary reading.  Most  of  them  as  soon  as  they  begin  to  acquire  the 
power  to  read,  will  read  each  week  everything  in  the  paper  that  they 
can  read.  Each  night  extracts  from  the  paper  should  be  read  aloud  to 
the  pupils  by  the  teacher  and  as  soon  as  possible  by  the  pupils  them- 
selves. Most  of  the  pupils  learning  to  read  will  become  permanent 
subscribers  to  the  county  paper  and  keep  up  their  practice  in  reading. 
So  far  as  I  know,  North  Carolina  is  the  only  State  in  which  this  co- 
operative plan  with  the  county  newspapers  in  teaching  illiterates  to  read 
has  been  suggested  or  in  which  this  generous  offer  has  been  made  by  the 
papers.  I  am  exceedingly  anxious  that  it  shall  have  a  fair  trial  because 
I  am  confident  that  it  will  contribute  greatly  to  the  success  and  to  the 
permanency  of  this  work. 

5.  Upon  application  to  the  State  Superintendent,  bulletins  containing 
twelve  lessons — three  a  week  for  four  weeks — in  reading,  in  arithmetic 
and  in  writing,  prepared  especially  by  the  State  Department  of  Public 
Instruction,  with  the  aid  and  criticism  of  some  of  the  most  experienced 
and  successful  primary  teachers  of  the  State,  some  of  whom  had  had 


experience  in  teaching  adults,  will  be  furnished  county  superintendents 
in  sufficient  number  to  supply  each  pupil  enrolled  with  one  copy. 
Superintendents  are  urged  to  order  at  once  the  number  needed  but  not  to 
order  more  than  will  be  needed. 

6.  Copies  of  the  bulletin  containing  the  lessons  by  weeks  will  also  be 
sent  to  the  editor  of  each  county  newspaper  but  the  county  superin- 
tendent is  expected  and  urged  to  see  the  editor  personally,  explain  the 
plan  to  him,  and  arrange  for  him  separately  by  weeks,  with  the  date 
of  the  publication  of  each,  the  lessons  to  be  published  each  week. 

7.  The  county  superintendent  and  teacher,  in  cooperation  with  the 
school  committee,  the  various  community  organizations  and  others 
interested,  are  urged  to  arrange  some  social  entertainments  in  connection 
with  the  moonlight  schools,  participated  in  by  the  pupils  and  by  other 
citizens,  to  add  to  the  interest  and  happiness  of  the  pupils,  and  to  afford 
an  opportunity  for  all  to  get  together  and  for  an  expression  of  interest 
and  encouragement  from  outsiders.  The  pupils  of  these  schools  should 
be  made  to  feel  at  home  from  the  first  and  also  to  feel  that  they  are  a 
part  of  the  community  in  whom  the  other  part  of  the  community  are 
deeply  interested. 

8.  ]Srovember  has  been  designated  as  Moonlight  School  Month  in 
ISTorth  Carolina,  because  that  seemed  to  be  the  most  convenient  month 
for  the  majority  of  the  counties  of  the  State.  If,  however,  some  other 
month  is  more  convenient  for  your  county,  and  the  roads  are  in  good 
condition,  select  that  month.  Be  sure,  however,  to  select  a  month  when 
the  weather  is  likely  to  be  pleasant  and  the  roads  in  good  condition.  • 
During  ISTovember  or  such  other  month  as  may  be  selected,  concentrate 
public  interest  and  effort  upon  this  one  work  of  teaching  the  adults  of 
your  county  to  read  and  write.  Rally  to  the  work  your  newspapers,  all 
organizations  that  have  pledged  their  aid  and  all  other  agencies  that 
can  be  enlisted  for  service.  Have  the  papers  full  of  it  every  week.  See 
that  they  are  furnished  with  the  facts  and  the  news  about  the  schools. 
Publish  before  the  schools  open,  the  number,  but  not  the  names,  of  adult 
illiterates  by  school  districts.  Publish  each  week  the  number,  but  not 
the  names,  of  those  enrolled  in  each  school.  As  soon  as  possible,  for  the 
encouragement  of  others,  publish  from  week  to  week  the  number,  and  by 
their  pemiission,  the  names  of  those  that  have  learned  to  read  and 
write  and  cipher.  Most  of  this  news  can  be  supplied  weekly  through 
the  ncAvs  letter  from  each  school  and  should  also  be  reported  to  the 
county  superintendent  by  the  teacher.  The  superintendent  and  the 
teachers  should  keep  in  close  touch  with  the  paper  and  see  that  the 
weekly  material  is  promptly  supplied. 

9.  Superintendents  are  urged  to  call  a  joint  meeting  of  the  County 
Teachers'  Association  and  the  County  Committee  on  Community  Service, 
consisting  of  the  county  superintendent,  the  county  fann  demonstration 
agent,  the  home  demonstration  agents,  the  president  or  secretary  of  the 
county  Farmers'  Union,  editors  of  the  county  newspapers,  the  mayor 
of  the  county  seat,  one  representative  each  of  the  Junior  Order  and  of 
the  Women's  Clubs  of  the  county,  two  weeks  before  the  beginning  of 
Moonlight  School  Month  in  the  county,  to  ascertain  the  facts  about  the 
adult  illiteracy  of  the  county  by  districts  as  reported  by  superintendent 
and  teachers,  and  to  complete  the  organization  and  plans  for  pushing  the 


8 

campai^  and  the  work  for  its  elimination.  A  suggested  program  for 
this  meeting  will  be  found  in  the  bulletin,  Community  Service  and 
North  Carolina  Day,  issued  by  the  State  Department  of  Education. 

10.  The  program  for  Community  Service  and  I^orth  Carolina  Day 
this  year  centers  around  the  moonlight  school  and  the  elimination  of 
illiteracy  in  every  school  district  as  the  one  most  important  community 
service  to  be  concentrated  upon  this  year.  It  is  suggested  that  this  day 
be  observed  in  each  county,  on  the  Friday  before  the  opening  of  the 
moonlight  schools,  and  that  on  that  day  at  each  schoolhouse  all  the  de- 
tails for  opening  and  successfully  conducting  the  school  be  completed.     - 

11.  Because  of  their  onerous  duties  in  the  day  schools  and  their  inade- 
quate salaries,  I  did  not  feel  that  I  ought  to  ask  or  that  the  community 
ought  to  expect  of  the  public  school  teachers,  more  than  one  month's 
extra  service  at  night  without  compensation.  It  is  hoped  and  expected, 
however,  that  before  the  close  of  the  month,  sufficient  interest  will  be 
aroused  and  sufficient  success  attained  in  many  of  the  moonlight  schools 
to  warrant  extending  the  term,  and  that  citizens  and  interested  organiza- 
tions and  orders  in  the  community  will  arrange  for  such  extension  and 
for  payment  of  the  teacher  or  some  other  person  to  continue  the  school 
and  also  to  provide,  where  feasible,  instruction  for  other  adults,  besides 
illiterates,  desiring  additional  instruction. 

Very  truly  yours,  J.  Y.  Joyner, 

State  Superintendent  of  Public  Instruction. 
Raleigh,  N.  C,  October,  1915. 


LESSONS  IN  READING  AND  WRITING 


Note — Exercises  in  writing  will,  of  course,  have  to  be  furnished  by  the 
teacher  in  addition  to  the  few  lines  of  script  in  these  lessons.  These  lines  of 
script  should  be  copied  on  the  blackboard  by  the  teacher,  then  written  with 
pencils  by  the  pupils  on  their  tablets,  the  teacher  making  but  little,  if  any, 
comment  on  "awkwardness." 

The  first  lesson  in  writing  should  consist,  perhaps,  in  each  one  writing 
his  own  name  and  address,  if  he  can;  if  he  cannot,  then  certainly  that  should 
be  the  first  thing  to  be  learned. 

Some  have  found  it  best,  at  first,  to  have  the  pupils  write  each  sentence 
of  the  reading  lessons.  It  does  not  seem  advisable,  in  the  light  of  our 
meager  experience,  to  spend  much  time,  if  any,  drilling  in  preliminary 
"movements".  A  few  minutes  at  the  blackboard  drawing  circles  and  other 
figures  with  full-arm  movements  is,  perhaps,  as  much  of  this  sort  of  exercise 
as  will  be  found  helpful.  It  may  be  found  best  to  let  the  grown-up  make 
his  first  efforts  in  writing  on  the  blackboard.  All  this  is  left  to  the  judgment 
of  the  teacher. 


I  read 

want  can 

to  you 

I  want  to  read. 
Can  you  teach  me  to  read? 
Will  you  teach  me  to  read? 
Will  you  read  to  me? 
I  will  read  to  you. 


teach 

me 

will 


-r- 


II 

write 
E  want  to  write. 
Can  you  teach  me  to  write? 
Will  you  teach  me  to  write? 
Will  you  write  to  me  ? 
I  will  write  to  vou. 


.A^ 


10 

III 

and  my  name 

I  can  read  and  write. 

I  can  read  my  name. 

Will  you  write  my  name? 

I  can  write  my  name. 

I  can  read  and  write  my  name. 

/ 

IV 

like  do  paper 

book  let  Bible 

Do  you  like  to  read? 
I  like  to  read  and  write. 
I  can  read  my  book. 
Let  me  read  to  you. 
Let  me  read  the  paper. 
I  can  read  my  Bible. 


live  brother  letter 

on  town  he 

farm 

I  live  on  the  fainu. 

Do  you  live  on  the  farm? 

I  like  to  live  on  the  fann. 

My  brother  lives  in  town. 

I  will  write  a  letter  to  my  brother. 

He  will  read  my  letter. 


11 


VI 


we  plow  deep 

raise  soil  plant 


crops 


We  raise  crops  on  the  farm. 

We  plow  the  soil  deep. 

We  plant  good  seed. 

We  raise  good  crops. 

Plow  the  soil  deep. 

Plant  good  seed. 

You  can  raise  good  crops. 


f  ^C^-<A.^  ^.^tJn...cy  ,xL'-(^--cJy  cO-^J-T^  O^.^i-^'C^/.At^^cl^^c^  c^^ 


Til 


our 

home 

is 


mother 

flowers 

keeps 

neat 

fruit 

clean 

i^ 


Our  home  is  on  the  farm. 

It  is  a  good  home. 

We  like  our  home. 

We  have  fruit  and  flowers. 

Mother  keeps  our  home  neat  and  clean. 


yni 

school  have  help 

must  teacher  house 

We  want  a  good  school. 

We  must  have  a  good  teacher. 

A^ood  school  will  help  me  and  my  brother. 

We  like  our  school. 

We  like  our  teacher. 

We  keep  our  schoolhouse  neat  and  clean. 


12 


IX 


roads 

cost 

community 

bad 

churcli 

less 
than 


"We  want  good  roads. 
Good   roads   will  help   our   coramunitv. 
We  want  a  good  road  to  school. 
We  want  a  good  road  to  church. 
We   want  a  good  road  to  town. 
Our  community  must  have  good  roads  and  a  good 
school. 

Good  roads  cost  our  community  less  than  had  roads. 


-^^^^^-v--t{y  A^j--U..-'t:^LLy  CUh-^CO  ^^.4^-<Ly,:tJia..^rLy..yO^^ 


well 
long 
he 

happy 


bodies 

eat 

food 


cleanliness 

next 

godliness 


Keep  well  and  you  will  live  long. 

Keep  well  and  you  will  be  happy. 

Keep  clean  and  you  will  keep  well. 

To  keep  well: 

we  must  keep  our  bodies  clean, 
we  must  keep  our  homes  clean, 
we  must  keep  our  community  clean, 
we  must  eat  clean  food. 

"Cleanliness  is  next  to  godliness." 


13 


XI 


citizen  its  thee 

also  flag  liberty 

State  of  sing 
country 

I  must  be  a  good  citizen, 
A  good  citizen  loves  his  community. 
He  also  loves  his  State. 

A  good  citizen  loves  his  country  and  respects  its 
flag. 

"My  Country,  'tis  of  thee, 
Sweet  land  of  liberty, 
Of  thee  I  sing." 


xn 

Blessed  are  the  poor  in  spirit :  for  theirs  is  the  kingdom  of  heaven. 

Blessed  are  they  that  mourn :  for  they  shall  be  comforted. 

Blessed  are  the  meek :  for  they  shall  inherit  the  earth. 

Blessed  are  they  vrhich  do  hunger  and  thirst  after  righteousness :  for 
they  shall  h£  filled. 

Blessed  ave  the  merciful :  for  they  shall  obtain  mercy. 

Blessed  are  the  pure  in  heart :  for  they  shall  see  God. 

Blessed  are  the  peacemakers :  for  they  shall  be  called  the  children  of 
God.— 3/a«.  Y. 


TEACHING  SOME  COMMON  SOUNDS,  EAR  TRAINING 


EXEECISE  I 


]!*^OTE.     Let  the  teacher  spell  by  sound  the  following  words,  pausing 
at  the  end  of  each  word  for  its  pronunciation  by  the  class. 


no 

low 

see 

bee 

lay 

go 

row 

Lee 

bay 

may 

Joe 

bow 

we 

day 

nay 

so 

mow 

ye 

gay 

pay 

hoe 

me 

fee 

jay 

say 

toe 

he 

tea 

hay 

ray 

XoTE.  Let  the  teacher  now  have  the  class  spell  the  above  words  by 
sound.  The  teacher  should  pronounce  each  word  slowly  and  then  have 
the  class  give  in  concert  and  singly  the  several  sounds  of  the  word  and 
finally  pronounce  the  word  distinctly  after  it  has  been  spelled.  The  fol- 
lowing thirteen  exercises  should  be  treated  in  the  same  manner  as  the 
above  exercise.  About  fifteen  minutes  should  be  devoted  to  each  one 
of  these  exercises,  using  one  each  night. 


EXERCISE  II 

by 

high 

pie 

few 

new 

sigh 

he 

rye 

hew 

pew 

die 

my 

tie 

Jew 

view 

guy 

nigh 

dew 
EXEECISE  m 

mew 

cat 

pat 

bat 

hat 

gap 

dab 

sat 

rat 

cap 

lap 

cab 

mat 

cat 

sap 

nap 

gab 

fat 

vat 

tap 

map 

cats 

EXERCISE  IV  (Review) 

hoe 

my 

ray 

row 

mew 

see 

toe 

vat 

few 

Joe 

die 

hat 

tie 

cab 

tea 

dew 

fat 

pew 

mat 

lie 

sat 

new 

say 
EXERCISE  V 

by 

sap 

mad 

had 

hag 

gag 

pan 

lad 

mag 

jag 

sag 

man 

pad 

tag 

nag 

tan 

fan 

sad 

bag 

rag 

can 

Dan 

bad 

fag 

w^ag 

ran 

ISTan 

15 


EXERCISE  VI 

(Rerii 

ew) 

Joe 

wag 

bad 

fag 

Tea 

Nat 

Nan 

new 

my 

cats 

pad 

we 

can 

rat 

hats 

Jew 

ye 

sat 

man 

pads 

mow 

tan 

rap 
EXERCISE 

VII 

high 

rats 

dam 

jam 

lot 

lots 

hot 

Sam 

tax 

sot 

jot 

not 

ram 

Max 

rot 

dot 

top 

ham 

wax 

pot 

cot 

pop 

hams 

rams 

pots 
EXERCISE 

VIII 

dots 

got 

pod 

bob 

rob 

fog 

jobs 

rod 

sob 

fob 

jog 

on 

sod 

cob 

dog 

pods 

fogs 

nod 

mob 

log 

sobs 

rods 

God 

job 

hog 

mob 

nods 

EXERCISE  IX 

(ReTi 

ew) 

ham 

high 

mad 

ray 

gag 

rod 

new 

hat 

vat 

rob 

rat 

hat 

map 

tax 

bad 

sot 

log 

Nan 

wax 

we 

man 

nod 

can 

tan 

pats 

EXERCISE  X 

nut 

tug 

hug 

gum 

gun 

hut 

hub 

jug 

hum 

run 

cut 

bug 

tug 

sum 

bun 

but 

pug 

dug 

rum 

fun 

rut 

nuts 

rug 

sun 

suns 

EXERCISE  XI 

let 

wet 

Ned 

web 

lit 

met 

net 

bed 

hit 

sit 

g:et 

pet 

fed 

fit 

wit 

bet 

yet 

led 

pit 

beds 

set 

yes 

wed 

bit 

hits 

EXERCISE  XII 

tin 

kin 

Tim 

bid 

big 

pin 

win 

Jim 

lid 

pig 

fin 

him 

rib 

did 

fiff 

sin 

dim 

bib 

hid 

jig 

bin 

rim 

fib 

kid 

dig 

16 


EXERCISE  XIII 

gig 

hip 

hull 

yell 

fill 

rig 

dip 

gull 

well 

mill 

Up 

sip 

dell 

sell 

pill 

tip 

nip 

fell 

bell 

rill 

rip 

dull 

tell 

Nell 

sill 

EXERCISE  XIV  (Reriew) 

nigh 

fan 

tub 

gag 

we 

tea 

hit 

gum 

well 

yes 

nut 

vat 

yet 

hull 

Avax 

dig 

fun 

Ned 

yell 

mob 

sod 

wit 

run 

sun 

did 

mow 

tax 

rid 

bug 

well 

STORIES  FOR  READING 


Note. — The  following  Fables  have  been  read  in  "Webster's  Blue  Back 
Speller"  and  enjoyed  by  so  many  generations,  that  they  deserve  to  be 
considered  a  part  of  the  folk-lore  of  the  United  States.  We  feel  sure 
that  our  grown-up  friends  of  the  moonlight  schools  will  enjoy  reading 
them  for  themselves,  and  Avill  appreciate  the  kindness  of  the  publishers 
in  permitting  us  to  print  them  in  this  bulletin. 

THE  BOY  THAT  STOLE  APPLES 

(From  Webster's  Elementary  Spelling  Book,  copyright  1880  and  1908  by  G.  and  C.  Merriam.  Re- 
printed by  arrangement  with  the  American  Book  Company,  publishers.) 

An  old  man  found  a  rude  boy  upon  one  of  his  trees  stealing  apples,  and 
desired  him  to  come  down;  but  the  young  saucebox  told  him  plainly 
he  would  not.  "Won't  you?"  said  the  old  man,  "then  I  will  fetch  you 
down" ;  so  he  pulled  up  some  turf  or  grass  and  threw  at  him ;  but  this 
only  made  the  youngster  laugh,  to  think  the  old  man  should  pretend  to 
beat  him  down  from  the  tree  Avith  grass  only. 

"Well,  well,"  said  the  old  man,  "if  neither  words  nor  grass  will  do, 
I  must  try  what  virtue  there  is  in  stones" ;  so  the  old  man  pelted  him 
heartily  with  stones,  which  soon  made  the  young  chap  hasten  down  from 
the  tree  and  beg  the  old  man's  pardon. 

THE  COUNTEY  MAID  A^D  HER  MILK  PAIL 

(From  Webster's  Elementary  Spelling  Book,  copyright  1880  and  1908  by  G.  and  C.  Merriam.  Re- 
printed by  arrangement  with  the  American  Book  Company,  publishers.) 

A  country  maid  was  walking  very  deliberately  with  a  pail  of  milk 
upon  her  head,  when  she  fell  into  the  following  train  of  reflections: 
"The  money  for  which  I  shall  sell  this  milk  will  enable  me  to  increase 
my  stock  of  eggs  to  three  hundred.  These  eggs,  allowing  for  what  may 
prove  addle,  and  what  may  be  destroyed  by  vermin,  will  produce  at 
least  two  hundred  and  fifty  chickens.  The  chickens  will  be  fit  to  carry 
to  market  about  Christmas,  when  poultry  always  bears  a  good  price; 
so  that  by  May  Day  I  can  not  fail  of  having  money  enough  to  purchase 
a  new  gown.  Green ! — let  me  consider — yes,  green  becomes  my  com- 
plexion best,  and  green  it  shall  be.  In  this  dress  I  will  go  to  the  fair, 
Avhere  all  the  young  fellows  will  strive  to  have  me  for  a  partner;  but  I 
shall  perhaps  refuse  every  one  of  them,  and,  with  an  air  of  disdain, 
toss  from  them."  Transported  with  this  triumphant  thought,  she  could 
not  forbear  acting  with  her  head  what  thus  passed  in  her  imagination, 
when  down  came  the  pail  of  milk,  and  with  it  all  her  imaginary  hap- 
piness. 

THE  TWO  DOGS 

(From  Webster's  Elementarj'  Spelling  Book,  copyright  ISSO  and  1908  by  G.  and  C.  Merriam.  Re- 
printed by  arrangement  with  the  American  Book  Company,  publishers.) 

A  good-natured  Spaniel  overtook  a  surly  Mastiff,  as  he  was  traveling 
upon  the  highroad.     Tray,  although  an  entire  stranger  to  Tiger,  very 


18 

civilly  accosted  him;  and  if  it  would  be  no  interruption,  lie  said,  he 
should  be  glad  to  bear  him  company  on  his  way.  Tiger,  who  happened 
not  to  be  altogether  in  so  growling  a  mood  as  usual,  accepted  the  pro- 
posal; and  they  very  amicably  pursued  their  journey  together.  In  the 
midst  of  their  conversation,  they  arrived  at  the  next  village,  where  Tiger 
began  to  display  his  malignant  disposition,  by  an  unprovoked  attack 
upon  every  dog  he  met.  The  villagers  immediately  sallied  forth  with 
great  indignation  to  rescue  their  respective  favorites;  and  falling  upon 
our  two  friends,  Avithout  distinction  or  mercy,  poor  Tray  was  most  cruelly 
treated,  for  no  other  reason  than  his  being  found  in  bad  company. 

THE  PARTIAL  JUDGE 

(From  Webster's  Elementary  Spelling  Book,  copyright  1880  and  1908  by  G.  and  C.  Merriam.  Re- 
printed by  arrangement  with  the  American  Book  Company,  publishers.) 

A  farmer  came  to  a  neighboring  lawyer,  expressing  great  concern  for 
an  accident  which  he  said  had  just  happened.  "One  of  your  oxen,"  con- 
tinued he,  "has  been  gored  by  an  unlucky  bull  of  mine,  and  I  should  be 
glad  to  know  how  I  am  to  make  you  reparation."  "Thou  art  a  very 
honest  fellow,"  replied  the  lawyer,  "and  wilt  not  think  it  unreasonable 
that  I  expect  one  of  thy  oxen  in  return."  "It  is  no  more  than  justice," 
quoth  the  farmer,  "to  be  sure;  but  what  did  I  say? — I  mistake — it  is 
your  bull  that  has  killed  one  of  my  oxen."  "Indeed !"  says  the  lawyer, 
"that  alters  the  case:  I  must  inquire  into  the  affair;  and  if — "  "And 
if!"  said  the  farmer;  "the  business  I  find  would  have  been  concluded 
without  an  if,  had  you  been  as  ready  to  do  justice  to  others  as  to  exact 
it  from  them." 

THE  MICE  AND  THE  CAT 

(Courtesy  B.  F.  Johnson  Publishing  Co.,  from  Graded  Clas.sics.     Copyright.) 

An  old  cat  was  fast  killing  all  the  mice  in  a  house.  The  mice  met 
one  night  to  see  what  they  could  do  to  make  the  cat  leave  the  house. 
Each  mouse  would  get  up  and  tell  of  some  way.  A  little  mouse  said, 
"I  will  tell  you  what  to  do ;  hang  a  bell  on  the  cat  so  we  can  know  when 
she  is  coming  and  get  out  of  her  way." 

"Good,  good!"  said  the  mice,  and  some  of  them  began  to  dance,  and 
some  ran  to  get  a  bell. 

"ISTow  who  will  hang  the  bell  on  the  cat  ?"  said  an  old  mouse. 

"N"ot  I,  not  I,"  said  all  the  mice  at  once. 

THE  LARK  AND  THE  FARMER 

(Courtesy  B.  F.  Johnson  Publishing  Co.,  from  Graded  Classics.     Copyright.) 

A  meadow-lark  built  her  nest  in  a  field  of  wheat.  She  had  a  happy 
time  raising  her  family,  for  no  one  came  near  her  nest. 

There  were  four  little  larks  in  her  family,  and  they  were  now  nearly 
large  enough  to  fly. 

The  wheat  was  ripe  and  the  mother  knew  that  men  might  come  to  the 
field  any  day  to  reap ;  so  she  said  to  her  little  ones,  "I  am  going  out  to 
get  your  breakfast.  You  must  keep  your  ears  and  eyes  wide  open  while 
I  am  gone ;  if  you  see  or  hear  anything  strange,  you  must  tell  me  about 
it  when  I  come  back." 


19 

''AH  right,  mother,"  said  the  young  larks,  "we  shall  do  as  you  tell  us." 

The  mother  had  been  gone  but  a  few  minutes  when  the  faiTaer  who 
owned  the  field  and  his  son  came  out  to  look  at  the  wheat. 

"This  grain  is  ready  to  cut,"  said  the  farmer  to  his  son.  "This  even- 
ing go  to  our  neighbor,  Mr.  While,  and  ask  him  to  cut  it  for  us 
tomorrow." 

The  little  larks  were  much  frightened.  They  could  hardly  wait  for 
their  mother  to  get  home. 

"Oh,  mother!"  they  called  out  as  soon  as  they  saw  her;  "do  take  us 
away  from  this  field.  The  fanner  has  sent  for  Mr.  White  to  cut  this 
wheat  tomorrow." 

"If  that  is  so,"  said  the  mother,  "you  need  have  no  fear.  If  he  waits 
for  his  neighbor  to  do  his  work,  his  wheat  will  not  be  cut." 

Late  the  next  afternoon  while  the  mother  lark  was  away,  the  farmer 
and  his  son  came  to  the  field  again. 

"Did  you  ask  Mr.  White  to  reap  the  grain  ?"  said  the  farmer. 

"Yes,"  replied  his  son,  "and  he  promised  to  come." 

"But  he  has  not  come,"  said  the  farmer,  "and  it  is  so  late  that  I  know 
he  will  not  come  today.  The  wheat  will  spoil  if  it  is  not  cut.  If  our 
neighbors  will  not  help  us,  we  shall  have  to  call  upon  our  relatives.  Go 
out  this  afternoon  and  ask  your  Uncle  John  and  his  sons  to  cut  the 
wheat  for  us  tomorrow." 

As  soon  as  the  mother  came  home,  the  little  birds  said,  "The  wheat 
will  surely  be  cut  tomorrow,  for  the  farmer  has  sent  for  his  relatives  to 
cut  it.     Please  take  us  away  tonight,  mother." 

"Don't  worry,"  said  the  mother;  "there  is  no  danger  so  long  as  the 
farmer  waits  for  his  relatives  to  do  the  work.  We  will  stay  right  here 
tonight." 

About  noon  the  next  day,  the  farmer  and  his  son  came  to  the  field 
again.  "This  grain  is  still  standing,"  said  the  father.  "I  told  you  to 
get  your  Uncle  John  and  his  sons  to  cut  it  today.  Why  has  nothing 
been  done?" 

"I  called  upon  them  and  asked  them  to  cut  the  wheat.  They  said 
that  they  would  be  here  this  morning.  I  do  not  know  why  they  did 
not  come. 

"This  grain  must  not  stand  aiiother  day,"  said  the  farmer.  "It  is 
shelling  out  now.  You  and  I  will  come  out  here  early  tomorrow  and 
cut  it  ourselves." 

When  the  mother  lark  heard  that  the  farmer  had  made  up  his  mind  to 
cut  the  wheat  himself,  she  said  to  her  little  ones,  "Get  ready  to  fly  away. 
If  the  farmer  is  to  do  the  work  himself,  it  will  be  done  at  once." 


ARITHMETIC 


Purpose  of  the  Outline 

The  purpose  of  tliis  outline  is  two-fold;  (1)  To  indicate  the  amonut 
of  work  to  be  undertaken  on  each  of  the  twelve  nights  set  apart  for  this 
work;  and  (2)  To  suggest  in  a  very  general  way  a  method  of  doing  the 
work.  As  those  to  be  taught  are  more  or  less  mature  in  mind,  and 
understand  fairly  well  the  meaning  of  tens,  hundreds,  and  thousands,  it 
will  be  unnecessary  to  use  the  same  amount  of  detail  in  developing  these 
number  ideas  through  the  use  of  objects  that  would  be  necessary  in 
teaching  children  number  ideas  in  the  lower  grades.  Therefore  the 
first  and  the  most  natural  step  will  be  taken  in  teaching  the  class  to 
write  the  figures  for  the  number  ideas  they  are  already  familiar  with. 

LESSON  I 

(1)  By  a  few  definite  questions  find  what  the  class  already  knows 
about  writing  numbers,  and  begin  where  their  knowledge  of  writing 
numbers  ends.  Do  not  waste  the  time  of  class  in  having  them  spend 
unnecessary  time  in  writing  numbers  they  already  know  how  to  write 
accurately. 

If  your  tests  show  that  class  can  write  to  10  with  accuracy  and 
rapidity,  then  call  out  and  have  class  write  either  on  their  tablet  or  on 
the  blackboard  different  numbers  from  1  to  100.  Five  or  six  minutes 
will  be  long  enough  to  make  this  test.  If  class  can  write  any  number 
from  1  to  100  with  accuracy  and  rapidity,  then  call  out  and  have  class 
Avrite  either  on  their  tablet  or  blackboard  different  numbers  from  100 
to  1,000.  Continue  in  this  way  till  you  reach  the  limit  of  their  knowl- 
edge of  writing  numbers.  As  soon  as  you  reach  the  limit  of  their 
understanding  in  writing  numbers,  then  begin,  and  lay  the  foundation 
carefully  for  further  work.  If,  however,  your  first  tests  show  that  the 
pupils  do  not  know  how  to  write  accurately  the  numbers  from  zero  to  9, 
then  your  starting  point  will  be  to  teach  the  class  to  write  numbers 
from  zero  to  9. 

(2)  Writmg  Numhers  from  Zero  to  9.  Teacher :  I  am  going  to  write 
the  figure  1  on  the  board,  and  ask  you  to  notice  how  I  write  it.  "Now 
all  copy  this  on  your  tablet  (or  have  them  write  it  on  the  blackboard). 
Continue  in  this  way  to  9.  As  you  proceed,  examine  the  work  of  your 
pupils  to  see  that  they  are  writing  the  figures  accurately  and  neatly. 

(3)  Writing  the  Number  10.  Teacher  holds  up  1  bundle  of  ten 
splints  in  her  left  hand.  How  many  splints  in  my  left  hand  ?  Ten 
ones  or  1  ten.  How  many  splints  in  my  right  hand?  How  many  ones 
or  units  in  my  right  hand?  How  shall  we  write  1  ten  and  no  ones  or 
units?  Write  on  the  board  the  figure  that  stands  for  the  number  of 
tens  in  my  left  hand,  write  to  the  right  of  this  figure  the  figure  that 
stands  for  no  ones  or  units.  I  am  going  to  write  the  number  10  and  ask 
you  to  notice  how  I  write  it.  What  stands  for  the  number  ones  or 
units  ?  What  stands  for  the  1  ten  ?  Write  on  your  tablet  1  ten,  and  no 
units,  or  the  number  10. 


21 

(4)  Writing  by  lO's  to  90.  If  the  class  clearly  understands  how  to 
write  1  ten  and  no  units,  they  may  now  be  able  to  write  accurately  and 
rapidly  2  tens  and  no  units,  or  20 ;  three  tens  and  no  units  or  30 — to  nine 
tens  and  no  units  or  90,  and  may  be  able  to  do  this  without  the  use  of 
splints.     Give  them  a  chance  to  write  these  numbers  for  themselves. 

(5)  Writing  Numhers  from  1  to  99.  Teacher  holds  up  1  ten  bundle 
of  splints  in  her  left  hand  and  8  splints  in  her  right  hand.  How  many 
ones  or  units  in  my  right  hand?  What  number  is  1  ten  and  8  ones? 
How  shall  we  write  1  ten  and  8  ones,  or  18?  What  figure  shall  I  put 
down  to  shoAv  the  number  of  tens  in  my  left  hand  ?  What  figure  shall  I 
put  down  to  the  right  of  it  to  show  the  number  of  ones  or  units  in  my 
right  hand?  In  this  number  18  what  figure  stands  for  the  8  units  in 
my  right  hand?  What  figure  stands  for  the  1  ten  in  my  left  hand? 
Write  on  your  tablet  1  ten  and  8  ones. 

Have  member  of  class  hold  up  1  ten  and  9  ones,  or  19.  Have  class 
write  19. 

If  the  class  clearly  understands  how  to  write  1  ten  and  8  ones,  1  ten 
and  9  ones,  they  may  now  be  able  to  write  accurately  and  rapidly  2  tens 
and  8  ones,  2  tens  and  9  ones,  3  tens  and  8  ones,  3  tens  and  9  ones — to  9 
tens  and  9  ones  or  99. 

(6)  Writing  the  Number  100.  Teacher  holds  up  in  her  left  hand 
ten  bundles  of  splints  with  ten  splints  in  each  bundle  with  a  rubber  band 
around  the  10  tens.  How  many  ten  bundles  in  this  large  bundle  ?  Ten. 
How  many  tens  left  over?  How  many  ones  left  over?  What  number 
do  we  call  10  tens?  How  shall  we  write  10  tens  or  100?  What  figure 
shall  we  write  to  show  the  number  of  hundreds  in  my  left  hand?  1. 
What  shall  we  write  to  the  right  of  it  to  show  I  had  no  tens  in  my  right 
hand  ?  Zero.  Yf hat  shall  I  write  down  to  the  right  of  this  to  show 
that  I  had  no  ones  or  units  in  my  right  hand?  I  am  going  to  write  the 
number  100  and  ask  .you  to  notice  how  it  is  written.  What  figure  stands 
for  the  number  of  hundreds  ITiad  in  my  left  hand  ?  What  shows  I  had 
no  tens?  What  shows  I  had  no  ones  or  units?  Have  class  write  the 
number  100  on  their  tablet.  Hoav  many  figures  do  we  have  to  use  in 
Avriting  100?     How  many  did  we  use  in  writing  10? 

(7)  Writing  Numbers  by  100' s  to  900.  If  class  clearly  understands 
how  to  write  1  hundred  no  tens  and  no  units,  they  may  now  be  able  to 
Avrite  accurately  and  rapidly  2  hundreds,  no  tens  and  no  units,  3  hundreds, 
no  tens  and  no  units — to  900. 

(8)  Notation  and  Ntimeration  of  Numbers  to  900.  How  many  fig- 
ures do  we  have  to  use  in  writing  hundreds?  In  writing  the  number 
200  what  figure  shows  how  many  hundreds  we  have?  What  figure 
shows  we  have  no  tens?  What  figure  shows  we  have  no  ones?  How 
can  you  always  be  sure  you  have  written  just  the  number  I  have  asked 
you  to  write  ?  In  reading  or  numerating  numbers  where  do  we  begin  ?  At 
the  right  and  read  toward  the  left.  In  the  number  200  here,  what  place 
does  the  first  zero  occupy?  Units  place.  What  place  does  the  second, 
the  third  figure  or  the  2  occupy?  Hundreds  place.  ISTow  read  this 
number  beginning  at  the  right  and  reading  toward  the  left.  Xo  units, 
no  tens  and  2  hundreds.  Look  at  the  number  400  here,  what  place  does 
the  first  zero  oceu])y?     The  second?     The  4?     iSTow  read  this  number 


22 

beginning  at  the  right.     JNTo  units,  no  tens,  and  4  hundreds.     Have  chiss 
continue  in  this  way  reading  or  numerating  500,  600,  700,  800  and  900. 

(9)  Writing  Numbers  From  100  to  999.  Call  out  and  have  class 
write  on  their  tablet  or  blackboard  several  different  numbers  from  100 
to  999  to  make  sure  they  can  write  any  number  between  100  and  999 
with  accuracy  and  rapidity.  Have  class  write  1  hundred,  no  tens,  and 
1  unit,  or  101 ;  2  hundreds,  no  tens  and  1  unit,  or  201 ;  3  hundreds,  no 
tens,  and  1  unit,  or  301 ;  401 ;  501 ;  etc.  Have  class  write  rapidly  2 
hundreds,  1  ten  and  1  unit,  or  311,  411,  511,  etc.;  2  hundreds,  2  tens, 
and  2  units,  or  222,  322,  422,  522,  etc. ;  298,  398,  498,  598,  698,  798, 
898,  998,  Associate  the  writing  of  these  numbers  with  a  few  practical 
problems.  For  example,  if  your  bale  of  cotton  weighs  511  pounds,  how 
would  you  show  this  in  figures? 

Drill  class  on  numerating  or  reading  numbers  they  write.  This  habit 
will  enable  pupils  to  discover  for  themselves  whether  they  have  written 
the  number  you  called. 

(10)  \Vriti7ig  1,000.  Suppose  last  spring  you  used  one  thousand 
pounds  of  guano  to  the  acre  on  your  tobacco  land,  how  would  you  show 
in  figures  the  amount  used  on  each  acre?  Give  them  a  chance  to  write 
this  number  for  themselves.  Have  them  numerate  what  they  have 
written  to  see  if  they  have  written  1,000.  If  they  seem  unable  to  write 
1,000,  then  it  may  be  well  to  use  splints.  Teacher  holds  up  bundle  of 
splints,  made  of  ten  bundles  with  one  hundred  in  each  bundle,  and  follow 
the  method  suggested  in  teaching  class  to  write  100.  After  teaching 
class  to  write  1,000,  and  after  having  had  them  write  1,000  on  their 
tablet  or  blackboard,  then  have  them  count  the  number  of  fig-ures  neces- 
sary in  writing  1,000.  Have  them  compare  the  number  used  in  writing 
1,000  with  the  number  used  in  writing  100,  and  in  writing  10.  Let  them 
see  that  in  going  from  10  to  100  they  made  the  bundle  ten  times  larger, 
that  in  going  from  100  to  1,000  they  made  the  bundle  ten  times  larger. 
Let  them  see  how  the  increase  in  the  size  of  the  bundle  or  the  number 
was  shown  by  adding  on  another  zero  or  cipher. 

Have  class  numerate  or  read  one  thousand  beginning  at  the  right  and 
reading  toward  the  left. 

Sngg'cstions 

(1)  Your  class  may  not  do  quite  so  much  or  they  may  do  more  than 
has  been  outlined  for  the  first  lesson,  depending  upon  the  knowledge  and 
ability  of  the  class,  and  the  length  of  your  lesson  period.  If  your 
class  can  do  more  than  has  been  outlined  for  the  first  lesson,  then  con- 
tinue on  in  the  work  outlined  for  the  second  lesson.  If  your  class  cannot 
do  the  work  outlined  in  Lesson  I  in  one  lesson  period,  then  begin  the 
second  night  w^here  you  left  off  the  first  night  in  Lesson  I.  But  follow 
the  outline  of  work  as  suggested,  beginning  at  the  point  in  the  outline 
where  your  tests  of  your  pupils'  knowledge  of  writing  numbers  show 
that  you  must  begin. 

(2)  At  whatever  point  in  this  outline  of  work  the  needs  of  your  class 
indicate  that  you  should  begin,  there  lay  the  foundation  for  further 
work  carefully  and  thoroughly. 

(3)  Be  sure  your  class  understands  clearly  each  step  you  take. 

(4)  Throw  your  soul  into  the  work.  Make  it  interesting  for  the 
class.     Create  an  atmosphere  of  enthusiasm.     Arouse  a  friendly  and  a 


23 

spirited  competition  among  the  members  of  the  class  in  accuracy,  rapid- 
ity and  neatness  of  work. 

(5)  Do  not  allow  the  slow  and  backward  pupil  to  become  sensitive  or 
discouraged.  Have  an  encouraging  word  for  him.  Inspire  him  with 
confidence  in  himself. 

(6)  With  the  writing  of  different  numbers  associate  practical  prob- 
lems that  are  common  in  their  daily  life  and  work  on  the  farm  and  in 
the  home,  in  the  mill  or  in  the  store. 

(7)  Have  a  note  book  in  which  you  jot  down  from  time  to  time  these 
practical  problems  that  3^ou  wish  your  class  to  work. 

(8)  At  the  close  of  each  lesson  assign  definite  work  for  the  members 
to  do  before  they  return  on  the  following  night. 

LESSON  II 

(1)  Review  and  drill  on  the  points  that  seemed  difficult  for  class  to 
understand  on  the  previous  night. 

(2)  Just  where  you  shall  begin  your  review  on  this  second  night,  and 
the  length  of  time  necessary  for  the  review,  will  be  determined  by  your 
own  judgment  as  to  the  needs  of  your  class. 

(3)  But  be  sure  to  review  the  important  steps  taken  on  the  previous 
night. 

New  Work 

(1)  Writing  Numbers  hy  1,000  to  9,000.  Write  '2,000,  3,000,  4,000, 
etc.,  to  9,000. 

Drill  class  on  numerating  or  reading  numbers  from  right  to  left. 

(2)  Writing  Numbers  from  1,000  to  9,999.  How  shall  we  write  1 
thousand,  no  hundreds,  no  tens  and  1  unit,  or  one  thousand  and  one? 
Lead  them  to  write  this  number  for  themselves  and  without  the  use  of 
splints  if  they  can.  After  writing  the  number,  have  class  numerate  to 
make  sure  they  have  written  it  accurately.  After  they  clearly  under- 
stand how  to  write  1,001,  then  proceed:  write  on  your  tablet  3,001, 
4,001,  5,001,  6,001,  7,001,  8,001,  9,001.  Write  on  your  tablet  2  thou- 
sands, no  hundreds,  1  ten  and  1  unit,  or  two  thousand  and  eleven,  3,011 
4,011,  5,011,  6,011,  7,011,  8,011,  9,011.  Write  on  your  tablet  2  thou- 
sands, 1  hundred,  1  ten  and  1  unit  or  two  thousand,  one  hundred  and 
eleven,  3,111,  4,111,  5,111,  6,111.  Write  on  your  tablet  2  thousands,  2 
hundreds,  2  tens  and  2  units  or  two  thousand,  2  hundred  and  twenty-two, 
3,222,  4,222,  5,222,  6,222,  7,222,  8,222,  9,222,  etc. 

Have  class  write  population  of  the  following  cities  as  given  in  the  cen- 
sus of  1910:  Elizabeth  City,  8,142;  Favetteville,  7,045;  Gastonia,  5,759; 
Kinston,  6,995;  Mount  Airy,  3,844;  :N'ew  Bern,  9,961;  Salisbury,  7,153; 
Statesville,  4,599;  Tarboro,  4,129;  Washington  (K  C),  6,211.' 

(3)  Writing  10,000.  How  shall  we  write  10,000?  Give  the  class  a 
chance  to  write  it  for  themselves.  Have  them  numerate  or  read  what 
they  have  written  (beginning  at  the  right)  to  make  sure  they  have 
written  accurately  the  number  you  called.  Lead  them  to  renew  the 
steps  taken  in  going  from  10  to  100;  from  100  to  1,000.  Let  them  see 
they  have  been  going  by  steps  of  tens  each  time,  and  each  step  taken  was 
indicated  by  an  additional  zero  or  cipher. 


24 

(4)  Writing  Numbers  hij  10,000's  to  100,000.  Follow  the  method 
suggested  for  writing  numbers  by  1,000's  to  9,000. 

Have  class  read  or  numerate  each  number  written  that  they  may 
know  for  themselves  whether  they  have  written  accurately  the  number 
called. 

(5)  Writing  Numbers  from  10,000  to  99,000.  Follow  the  method 
suggested  for  writing  numbers  from  1,000  to  9,999. 

Suggestions 

(1)  If  your  class  cannot  do  in  two  nights  all  the  work  outlined  in 
Lessons  I  and  II,  be  sure  they  clearly  understand  the  work  gone  over. 

(2)  Avoid  the  mistake  of  going  so  slow  that  the  interest  of  the  class 
lags  and  the  members  drop  out. 

(3)  Avoid  the  mistake  of  going  so  rapidly  that  the  class  cannot  fol- 
low you,  and  become  discouraged  and  drop  out. 

(4)  Associate  the  numbers  written  with  practical  problems  common 
in  their  daily  work. 

(5)  Accuracy,  rapidity  and  neatness  of  work  should  constantly  be 
striven  for. 

(6)  Develop  self  activity,  self  reliance  in  your  pupils.  Do  not  do  for 
them  what  you  can  lead  them  to  do  for  themselves. 

(7)  After  taking  your  class  through  the  work  outlined  in  Lessons 
1  and  II  they  should  have  no  difficulty  in  writing  accurately  and  numer- 
ating correctly  numbers  to  100,000  or  1,000,000. 

(8)  Even  if  it  should  require  three  nights  to  do  well  the  work 
outlined  in  Lessons  I  and  II,  Ave  believe  you  would  be  justified  in  taking 
that  much  time  to  lay  the  foundation  thoroughly  before  addition  and 
subtraction  are  begun. 

LESSOJf  ni 

(1)  Rapid  review"  of  the  most  important  steps  taken  in  Lessons  I 
and  II. 

(2)  Fix  thoroughly  in  the  minds  of  your  pupils  the  points  most  diffi- 
cult for  them  to  understand  on  the  previous  night. 

Addition  "Without  "Careying" 
(A)  Adding  Units  and  Tens. 

(1)  Have  a  number  of  practical  problems  Avritten  down  in  your  note 
book  before  you  come  to  class,  that  illustrate  the  principle  you  Avish  to 
teach  that  night.  Let  these  be  problems  that  are  common  in  the  daily 
life  and  work  of  your  pupils.  For  example,  if  one  member  of  your 
class  buys  a  primer  for  his  little  boy  for  25  cents  and  a  reader  for  his 
little  girl  for  32  cents,  then  haA^e  the  class  soh^e  the  problem  to  find  the 
cost  of  both.  Do  not  work  this  problem  for  the  class.  Give  the  mem- 
bers a  chance  to  work  it  for  themseh^es.  If  they  do  not  know  how  to 
proceed,  a  question  or  tAvo  from  you  will  probably  set  them  to  Avork 
along  the  right  line.  Let  the  class  work  this  j)roblem  on  their  tablets 
or  on  the  blackboard  and  without  the  use  of  splints  if  they  can.  But 
if  the  use  of  splints  will  make  it  clearer,  then  use  the  splints. 

Have  one  member  to  state  the  problem.  Let  them  see  that  units  are 
A\a'itten  under  units,  that  tens  are  Avritten  under  tens.     HaA^e  one  member 


25 

to  state  the  first  step  to  be  taken.  In  adding  quantities  where  do  we 
begin?  Have  another  member  of  class  to  state  the  second  step  to  be 
taken.  Have  another  member  to  read  the  answer,  calling  the  number  of 
tens,  and  the  number  of  ones  or  units.  Give  enough  practical  problems 
in  adding  units  and  tens  to  insure  accuracy  and  rapidity  in  adding 
units  and  tens. 

(2)  Eapid  drill  on  adding  units  and  tens:     23     67     45     7-i. 

54     32     24     25 

(B)  Adding  Units,  Tens  and  Hundreds. 

(1)  A  farmer  pays  $175  for  a  mule  and  $220  for  a  horse.  How  much 
does  he  pay  for  both  ?  Have  class  Avork  this  problem,  following  method 
suggested  in  working  the  previous  problem. 

(2)  On  one  ten-acre  field  a  farmer  raises  575  bushels  of  corn,  and  on 
another  ten-acre  field  he  raises  424  bushels.  How  many  bushels  of  com 
does  he  raise  on  both  ten-acre  fields  ? 

(3)  B-aTpid  drill  on  adding  units,  tens  and  hundreds:     Add: 

375     898     658     948 
224     101     241     151 


(C)  Adding  Units,  Tens,  Hundreds  and  Thousands. 

(1)  A  farmer  pays  $2,753  for  one  tract  of  land,  and  $1,325  for  an 
adjoining  farm.     How  much  docs  he  pay  for  both  farms? 

(2)  A  man  pays  $1,250  for  a  town  lot  and  builds  a  house  on  it  for 
$2,125.  HoAv  much  money  does  he  pay  for  both?  Have  class  work 
these  problems  on  their  tablets  or  blackboard,  following  the  method  sug- 
gested in  adding  units  and  tens. 

(3)  Rapid  drill  on  adding  units,  tens,  hundreds  and  thousands:     Add: 

9842     3458     S265 
1516     5441     1734 


LESSOR  IT 

(1)  Eapid  review  of  writing  and  reading  numbers  to  1,000. 

(2)  Rapid  review  of  writing  and  reading  numbers  from  1,000  to 
10,000. 

(3)  Rapid  review  of  writing  and  reading  numbers  from  10,000  to 
100,000. 

(4)  Rapid  review  of  adding  units  and  tens;  units,  tens  and  hundreds; 
units,  tens,  hundreds  and  thousands. 

New  "Work 

Additiox  With  "Carkyixg." 
(A)  Adding  Units  and  Tens. 

(1)  A  man  pays  $59  for  a  two-horse  wagon  and  $19  for  a  set  of 
harness.  How  much  does  he  pay  for  both?  Give  the  class  a  chance 
to  Avork  this  for  themselves,  and  without  the  use  of  splints.  If  they 
haA'e  dlfficultv  in  doing  this,  then  have  each  member  of  class  work  out 


26 

this  problem  with  splints,  after  which  have  them  work  it  on  their  tab- 
lets, or  blackboard. 

Teacher :  How  many  dollars  did  the  farmer  pay  for  his  wagon?  $59. 
How  many  tens  in  $59.  5  tens.  How  many  ones?  9  ones.  Hold  up 
5  tens  and  9  ones  of  splints.  Put  your  5  tens  of  splints  to  your  left  on 
the  desk.     Put  down  your  9  splints  or  ones  to  your  right. 

How  much  did  the  harness  cost?  $19.  How  many  tens  in  $19? 
How  many  ones  or  units  over?  What  did  we  wish  to  find  out?  The 
cost  of  wagon  and  harness.  How  are  you  going  to  find  out  ?  Adding  the 
cost  of  wagon  and  harness.  Now  that  we  have  put  down  the  cost  of 
wagon  represented  in  5  tens  and  9  ones  of  splints,  hold  up  the  number 
of  splints  representing  the  cost  of  the  harness.  Where  shall  we  put  this 
1  ten  and  9  splints?  Now  that  we  have  1  ten  and  9  ones  under  5  tens 
and  9  ones,  what  shall  we  say  first?  Where  do  we  begin  adding  quanti- 
ties? 9  ones  and  9  ones,  are  how  many  ones?  IS  ones.  What  shall 
we  put  down  under  "ones"?  How  many  bundles  with  ten  in  a  bundle 
can  we  get  out  of  18  ones?  1  ten.  How  many  ones  left  over?  What 
shall  we  do  with  these  8  "ones"  ?  Put  them  down  in  ones  place.  What 
shall  we  do  with  the  1  ten?  Carry  it  to  tens  place.  What  do  you  say 
next  ?  1  ten  and  5  tens  make  6  tens,  and  the  1  ten  we  brought  over  from 
the  one's  place  makes  7  tens.  Read  your  answer.  How  many  tens? 
How  many  ones?  If  then  the  farmer  paid  $59  for  his  wagon  and  $19 
for  his  harness,  how  much  did  both  cost?  Have  class  now  work  this 
problem  on  their  tablets  or  on  the  blackboard  without  the  use  of  splints. 

(2)  If  a  parent  huys  an  arithmetic  for  36  cents,  and  a  grammar  for 
problem  on  their  tablets  or  on  the  blackboard  without  the  use  of  splints, 
if  they  can.  If  they  cannot,  then  use  splints  as  suggested  in  the  problem 
above. 

(3)  Rapid  drill  in  adding  units  and  teiis:     Add:     65  58  48  68  78. 

29  29  49  28  19 


(B)  Adding  Units,  Tens  and  Hundreds. 

(1)  A  farmer  pays  $175  apiece  for  a  pair  of  mules.  What  does  the 
pair  cost  him?  Have  class  work  this  by  themselves  on  their  tablets 
without  the  use  of  splints  if  they  can.  But  if  it  is  too  difficult,  then 
have  them  work  the  problem  with  splints  first,  following  the  method 
suggested  in  finding  the  cost  of  the  wagon  and  the  harness.  Then  have 
class  work  problem  on  their  tablets  or  on  the  blackboard. 

(2)  Rapid  drill  on  adding  units,  tens  and  hundreds:     Add: 

165  178  189  587  685  729  489 
148  135  275  326  227  181  496 


(C)  Adding  Units,  Tens,  Hundreds  and-  Thousands. 

(1)  If  a  farmer  raises  1,675  pounds  of  tobacco  on  one  piece  of  land, 
and  2,898  pounds  on  another  piece,  how  many  pounds  of  tobacco  does  he 
raise  on  both  pieces  of  land?  Let  class  work  this  for  themselves  on 
their  tablets  without  the  use  of  splints  if  they  can.  But  if  it  is  too 
difficult,  then  have  them  work  it  first  with  splints,  and  afterwards  with 
figures  on  the  board  or  on  their  tablets. 


27 

(2)  Rapid  drill  on  adding  units,  tens,  hundreds  and  thousands:    Add: 

2685  4898  8769  9899 
7896  7659  6538  1999 


LESSOR  y 

(1)  Rapid  review  of  writing  and  reading  numbers  from  1,000  to 
10,000;  from  10,000  to  100,000. 

(2)  Rapid  drill  on  adding  units  and  tens;  units,  tens  and  hundreds ; 
units,  tens,  hundreds  and  thousands,  without  "carrying." 

(3)  Rapid  drill  on  adding  units  and  tens;  units,  tens  and  hundreds; 
units,  tens,  hundreds  and  thousands,  with  "carrying." 

(4)  Let  this  review  be  spirited.  It  should  not  require  more  than 
twenty  minutes  to  make  the  review  called  for  above,  if  you  have  care- 
fully fixed  in  the  minds  of  the  pupils  each  step  taken. 

(5)  Insist  upon  accuracy,  rapidity,  and  neatness  of  work  in  this 
review. 

New  Work 

Subtraction  Without  "Bokkowing." 
(A)   Subtracting  Units  and  Tens. 

(1)  If  one  of  you  had  $78  in  the  bank  and  took  out  $52,  how  much 
money  would  you  have  left  in  the  bank  ?  Have  class  work  this  problem 
for  themselves  on  their  tablets  without  the  use  of  splints,  if  they  can. 
But  if  they  do  not  understand  how  to  work  it  without  splints,  then  have 
them  work  it  first  using  the  splints,  and  then  have  each  one  work  it  out 
on  his  tablet,  using  figures. 

Teacher:  How  many  dollars  have  you  in  the  bank?  $78.  How- 
many  ten  dollar  bills  in  $78?  7.  How  many  one  dollars  over?  8. 
How  many  dollars  did  he  take  out?  $52.  How  many  ten  dollar  bills 
in  $52?  5.  How  many  one  dollars  over?  2.  Hold  up  the  number 
of  tens  and  ones  of  splints,  representing  the  amount  John  had  in  the 
bank.  How  many  one  dollars  did  John  take  out  of  his  8  dollars?  2. 
Do  this.  How  many  ones  of  dollars  have  you  left  ?  6.  How  many  tens 
of  dollars  has  John  in  bank  ?  7  tens.  How  many  tens  did  he  take  out  ? 
5  tens.  Do  this.  How  many  tens  of  dollars  has  John  in  bank  now? 
How  many  tens  and  ones  of  dollars  has  he  now  left  in  bank?  2  tens 
and  6  ones.  How  many  dollars  in  2  tens  and  6  ones?  2Q  dollars.  K^ow 
work  this  problem  with  figures  on  your  tablets. 

How  many  dollars  did  John  have  in  bank?  $78.  "Write  this.  How 
many  dollars  did  he  take  out?  $52.  Where  do  you  write  this  $52? 
How  are  you  going  to  find  out  how  many  dollars  he  had  left  after  taking 
out  $52  ?  By  subtraction.  Where  do  you  begin  when  you  add  quanti- 
ties? Where  are  you  going  to  begin  in  subtracting  quantities?  Wliat 
do  you  say  first?  2  ones  from  8  ones  leave  6  ones.  What  do  you  say 
next?    5  tens  from  7  tens  leave  2  tens.     Read  your  answer.    $26. 

(2)  Rapid  drill  on  subtracting  units  and  tens  from  units  and  tens: 

Subtract:     98     96     89     65     75     49 
52     43     55     32     25     27 


28 

(B)  Subtracting    Units,   Tens   and  Hundreds   from    Units,    Tens   and 
Hundreds. 

(1)  A  man  having  $878  in  the  bank  buys  a  town  lot  for  $522.  How- 
much  money  does  he  have  left  in  the  bank  ? 

Have  class  work  this  on  their  tablets  for  themselves  without  the  use  of 
splints  if  they  can.  But  if  this  seems  too  difficult,  then  use  splints  first, 
following  the  method  suggested  above  in  subtracting  units  and  tens  from 
units  and  tens. 

(2)  Rapid  drill  on  subtracting  units,  tens  and  hundreds  from  units, 
tens  and  hundreds:     Subtract:     989     878     999. 

375     667     899 


(C)  Subtracting   Units,  Tens,  Hundreds  and  Thousands  from   Units, 
Tens,  Hundreds  and  Thousands. 

(1)  If  Tom  pays  $7,888  for  one  piece  of  land,  and  $5,222  for  another 
piece  of  land,  how  much  more  money  does  he  pay  for  the  first  piece  of 
land  than  he  pays  for  the  second  piece? 

If  you  have  carefully  fixed  in  the  minds  of  your  pupils  each  step  gone 
over  before  taking  up  the  next  step,  then  your  class  should  have  no 
difficulty  in  working  the  above  problem  without  the  use  of  splints.  Give 
them  a  trial  without  splints,  but  if  the  use  of  splints  is  necessary  to  a 
clear  understanding  of  the  process,  don't  hesitate  to  use  splints. 

(2)  Rapid  drill  on  subtracting  units,  tens,  hundreds  and  thousands 
from  units,  tens,  hundreds  and  thousands:     Subtract: 

6785  7876  8987  9899 
4473  6754  6765  8789 


LESSOX  VI 

(1)  Short  and  rapid  review  of  writing  and  reading  numbers  from 
10,000  to  100,000,  to  1,000,000. 

(2)  Short  and  rapid  drill  in  adding  units  and  tens;  units,  tens  and 
hundreds;  units,  tens,  hundreds^and  thousands,  without  "carrying." 

(3)  Short  and  rapid  drill  in  adding  units  and  tens;  units,  tens  and 
hundreds;  units,  tens,  hundreds  and  thousands,  with  "carrying." 

(4)  Short  and  rapid  drill  in  subtracting  units  and  tens;  units,  tens, 
and  hundreds;  units,  tens,  hundreds  and  thousands,  Avithout  "borrowing." 

(5)  In  this  review  insist  upon  accuracy,  rapidity  and  neatness  in 
work. 

(6)  Do  not  let  this  review  drag.     Make  it  spirited  and  interesting. 

(7)  If  each  step  taken  has  been  thoroughly  grasped  by  your  class, 
then  it  should  not  require  more  than  twenty  or  twenty-five  minutes  to 
make  the  review  called  for  above. 

New  ^York 

Subtraction  With  "Borrowing" 

(A)   Subtracting  Units  and.  Tens  from  Units  and  Tens. 

(1)  If  one  of  you  have  $78  in  the  bank  and  buy  a  two-horse  wagon  for 
$59,  how  much  money  will  you  have  left  in  bank? 


29 

Give  the  class  a  chance  to  Avork  this  out  for  themselves  on  their 
tablets  without  the  use  of  splints,  if  they  can.  But  if  the  process  of 
"borrowing"  now  brought  in  for  the  first  time,  seems  difficult  for  them 
to  grasp,  have  class  work  it  first  with  splints,  and  then  have  them  work 
it  on  their  tablets  using  figures. 

Teacher:  How  much  money  did  you  have  in  bank?  $78.  How 
many  tens  and  ones  in  $78?  7  tens  and  8  ones.  Hold  up  the  number 
of  tens  and  ones  of  splints  representing  the  amount  of  money  you  had  in 
bank.  How  many  dollars  did  you  take  out  of  the  bank  to  pay  for  the 
wagon?  $59.  What  do  you  want  to  know?  The  amount  you  have  left. 
How  shall  we  find  out?  Subtract  $59  from  $78.  In  your  7  tens  and 
8  ones  of  splints  that  represent  the  amount  of  money  you  had  in  bank, 
how  many  ones  have  you?  8  ones.  In  the  $59  you  paid  for  the 
wagon  how  many  ones  have  you?  9  ones.  Can  you  take  out  9  ones 
when  you  have  but  8  ones  ?  What  are  you  going  to  do.  Borrow  one  of 
your  tens  from  your  7  tens,  remove  the  rubber  band,  break  this  ten 
bundle  into  ones,  and  put  these  ten  ones  over  in  ones  place  with  your 
8  ones.  Hoav  many  ones  will  you  then  have  in  ones  place?  18  ones. 
Do  this.  Can  you  take  9  ones  from  18  ones?  Do  this.  How  many 
ones  will  that  leave  you  in  ones  place?  9  ones.  When  you  borrowed  the 
one  ten  from  your  7  tens  to  put  in  ones  place,  how  many  tens  did  you 
then  have  in  tens  place?  6  tens.  What  do  you  say  next?  5  tens  from  6 
tens  leave  how  many  tens?  1  ten.  How  many  tens  and  ones  have  you 
left?  1  ten  and  9  ones,  or  19.  How  many  dollars  have  you  left,  after 
paying  out  $59  for  a  wagon?     $19. 

Xow  work  this  on  your  tablets.  How  any  dollars  did  you  have  in 
bank?  $78.  Write  this.  How  many  dollars  did  you  pay  for  the 
wagon?  $59.  Where  shall  we  write  the  $59?  We  can  write  our  prob- 
lem thus:  $78.  What  do  Ave  want  to  know?  How  much  money  you 
—$59 


had  left.  How  shall  we  find  out.  Subtract  $59,  what  you  paid 
for  the  wagon,  from  $78,  the  amount  you  had  in  the  bank.  Where  do  we 
begin  in  subtraction?  With  units.  What  shall  we  say  first?  9  ones 
from  8  ones ;  but  we  found  we  cannot  take  9  ones  from  8  ones,  so  what 
did  we  do  with  our  splints  in  order  to  subtract  9  ones  from  8  ones  ?  Bor- 
rowed 1  ten  bundle  from  our  7  tens,  broke  it  up  into  ones,  and  put  these 
ten  ones  over  into  ones  place  with  out  8  ones.  How  many  ones  have  we 
now  in  ones  place?  18  ones.  ISTow  what  do  you  say?  9  ones  from 
18  ones  leave  9  ones.  What  do  you  do?  Put  down  the  9  ones  left  in 
ones  place.     We  may  represent  Avhat  we  do  thus: 

6  10 

$T  8 
— $5  9 


$1  9 


How  many  tens  did  you  ha^-e  left  Avhen  you  borrowed  1  ten  from  your 
7  tens?  6  tens.  What  do  you  say  next?  5  tens  from  6  tens  leaves  1 
ten.  What  do  you  do  now?  Put  down  the  1  ten  left,  in  tens  place.  Read 
your  answer.     How  many  tens  left?     1  ten.     How  many  ones  left?     9 


30 

ones.     How  many  dollars  left  out  of  your  $78  when  you  buy  a  wagon 
for  $59?     $19. 

(2)  Rapid  drill  in  subtracting  units  and  tens:     Subtract: 

58     61     75     77     84     92     93     97     98 
29     28     28     49     36     75     66     58     49 


(B)   Subtracting    Units,    Tens   and  Hundreds   from    Units,   Tens   and 
Hundreds. 

(1)  Brown  has  $788  but  buys  a  town  lot  for  $599.  How  much  money 
does  he  have  left  in  bank  ?  Have  class  work  this  on  their  tablets  without 
the  use  of  splints  if  they  can.  If  they  cannot,  have  them  work  it  first 
with  the  use  of  splints,  following  the  method  suggested  in  working  the 
problem  above. 

(2)  Rapid  drill  in  subtracting  units,  tens  and  hundreds:     Subtract: 

688  728  812  922  925  917  952  900 
499  599  675  784  786  798  798  899 


(C)   Subtracting   Units,  Tens,  Hundreds  and   Thousands  from   Units, 
Tens,  Hundreds  and  Thousands. 

(1)  A  farmer  having  $7,888,  buys  a  fai-m  for  $5,999.  How  much 
mone.y  has  he  left  for  equipment  ? 

The  class  should  be  able  to  Avork  this  problem  without  the  use  of  splints, 
if  you  have  carefully  followed  this  outline.  Give  them  a  chance  to  work 
this  for  themselves  without  splints.  But  if  the  use  of  splints  is  necessary 
to  a  clear  vinderstanding  of  the  process,  don't  hesitate  to  use  splints. 

(2)  If  the  population  of  Elizabeth  City  in  1910  was  8,142,  and  the 
population  of  Fayetteville  was  7,045,  how  many  more  people  lived  in 
Elizabeth  City  than  in  Fayetteville? 

If  the  population  of  Kinston  in  1910  was  6,995  and  the  population  of 
Washington  (JST.  C),  was  6,211,  how  many  more  people  lived  in  Kinston 
than  in  Washington? 

In  1910  the  population  of  Asheville  was  18,762,  and  the  population 
of  Raleigh  w^as  19,218.  How  many  more  people  lived  in  Raleigh  than 
in  Asheville? 

(3)  Rapid  drill  in  subtracting  units,  tens,  hundreds  and  thousands: 

Subtract:     5888     6888     8888     9225     9754     9275     9000 
3999     4999     5999     4896     6896     7899     8999 


LESSON  VII 

(1)  Short  and  rapid  revicM'  of  writing  and  reading  numbers  from 
1,000  to  10,000 ;  from  10,000  to  100,000,  to  1,000,000. 

(2)  Short  and  rapid  drill  in  adding  short  columns  of  figures,  of  units 
and  tens;  of  units,  tens  and  hundreds;  of  units,  tens,  hundreds  and 
thousands. 

(3)  Short  and  rapid  drill  in  subtracting  units  and  tens;  units,  tens 
and  hundreds ;  units,  tens,  hundreds  and  thousands,  without  "borrowing." 


31 

(4)  Short  and  rapid  drill  in  subtracting  units  and  tens;  units,  tens 
and  hundreds ;  units,  tens,  hundreds  and  thousands,  with  "borrowing." 

(5)  Make  this  review  spirited.  Create  an  atmosphere  of  enthusiasm 
and  friendly  competition  in  accuracy,  rapidity  and  neatness  of  work. 

(6)  Twenty  or  twenty-five  minutes  should  be  sufficient  to  do  well 
the  review  work  called  for  above.  If  you  have  followed  the  outline  of 
work  closely  it  may  not  require  more  than  fifteen  or  twenty  minutes 
to  make  the  review. 

(7)  But  be  sure  the  work  in  writing  and  reading  numbers  in  addition 
and  subtraction  is  thoroughly  grasped  by  the  class  before  taking  up  the 
subject  of  multiplication. 

New  Work 

Multiplication 

(1)  Call  attention  to  processes  already  studied.  Do  not  leave  the 
class  to  feel  that  in  multiplication  they  are  taking  up  a  subject  entirely 
unrelated  to  the  work  in  arithmetic  they  have  already  been  doing. 

Teacher:  What  have  we  been  doing  with  quantities  during  the  past 
few  lessons?  Adding  and  subtracting  quantities.  Tonight  we  are 
going  to  take  up  another  subject  in  arithmetic.  What  is  it  ?  Multipli- 
cation. 

(2)  As  a  preparation  for  this  new  work  it  may  be  well  to  spend  a  few 
minutes  in  having  class  count  by  lO's  to  100;  by  5's  to  100 ;  by  2's  to  100. 

(3)  Oral  problems.  If  com  is  selling  for  $5  a  barrel,  how  much  will 
3  barrels  bring?  5  barrels?  6  barrels?  7  barrels?  etc.  If  one  500- 
pound  bale  of  cotton  brings  $50,  how  much  money  will  5  500-pound 
bales  bring?  If  you  buy  5  acres  of  land  at  $60  an  acre,  how  much 
money  will  you  have  to  pay  ? 

(A)  Multiplying  Quantities  by  One  Figure. 

(1)  If  a  farmer  buys  a  pair  of  mules  at  $14-4  apiece,  how  much  does 
he  pay  for  the  pair? 

How  shall  we  find  out  how  much  he  paid  for  both  mules?  Multiply 
$144  by  2.  How  would  you  show  what  we  want  to  do,  with  figures? 
We  can  write  it  thus : 

$144  X  2,  or  $144 
X2 


In  multiplying  $144  by  2,  where  shall  we  begin?  With  what  did  we 
begin  in  addition  and  subtraction?  With  units.  With  what  shall  we 
begin  in  multiplication?  Units.  What  shall  we  say  first?  4  ones 
multiplied  by  2,  or  2  times  4  ones  are  8  ones.  Where  shall  we  write  the 
8  ones?  In  ones  place.  What  do  we  say  next?  4  tens  multiplied  by 
2,  or  2  times  4  tens  are  8  tens.  Where  do  we  write  the  8  tens?  In 
tens  place.  What  do  we  say  next?  2  times  one  hundred  are  2  hun- 
dred. Where  do  we  write  the  2  hundred?  In  hundreds  place.  Eead 
your  answer.  Two  hundred,  eight  tens,  and  eight  ones,  or  $288.  What 
was  our  problem?  How  did  you  find  what  the  mules  brought ?  What 
did  you  say  first?  second?  third? 


32 


(2)   Short  and  rapid  drill   in  mnltiplying  quantities  by  one  figure. 

Multiply:     124     134     143     111     122     133     121     122     111     125     135 

X2     X2     X2     X3     X3     X3     X4     X4     X5     X2     X2 


145     136     125     127     128     119 

X2     X2     X3     X3     X4     X5 


(3)  Assign  for  the  following  night  the  first  ten  lines  of  the  multiplica- 
tion table. 

LESSON  VIII 

(1)  Short  and  rapid  drill  in  adding  short  columns  of  figures  of  units 
and  tens;  of  units,  tens  and  hundreds;  of  units,  tens,  hundreds  and 
thousands. 

(2)  Short  and  rapid  drill  in  subtracting  units  and  tens;  units,  tens 
and  hundreds;  units,  tens,  hundreds  and  thousands. 

(3)  Short  and  rapid  drill  on  the  first  ten  lines  of  the  multiplication 
table. 

(4)  Short  and  rapid  drill  in  multiplying  quantities  by  any  figure 
from  1  to  9. 

(5)  Fifteen  or  twenty  minutes  should  be  sufficient  to  make  the  review 
called  for  above. 

New  Work 

(A)  Written  Worh — Multiplying  hy  10. 

(1)  If  one  barrel  of  corn  is  worth  $5,  how  much  will  10  barrels  bring? 
If  a  barrel  of  flour  cost  $7,  what  will  10  barrels  cost  ? 

Work  these  on  your  tablet.  Look  over  the  first  problem  you  have 
written  out.  Read  your  answer.  What  figure  after  the  $5  changed 
it  to  $50?  Zero.  Read  your  answer  in  the  second  problem.  What 
figure  after  the  $7  changed  it  to  $70  ?  In  multiplying  5,  and  7,  by  10, 
what  figure  did  you  add  to  your  $5,  to  your  $7?  What  figure  do  you 
always  add  to  the  number  you  multiply,  or  the  multiplicand,  in  multiply- 
ing it  by  10. 

(2)  Short  and  rapid  drill  in  multiplying  quantities  by  10.     Multiply: 

7  X  10 :  8  X  10 ;  9  X  10 ;  17  X  10 ;  18  X  10 ;  19  X  10 ;  117  X  10 ;  118  X 
10;  119  X  10;  127  X  10;  128  X  10;  136  X  10. 

(B)  Multiply  Quantities  hy  100. 

(1)  What  Avill  a  farm  of  175  acres  cost  at  $100  an  acre? 

If  your  class  thoroughly  understands  how  to  multiply  any  quantity 
by  10  it  will  not  be  difficult  for  them  to  see  that  in  multiplying  a 
quantity  by  100,  you  simply  add  two  ciphers  to  the  multiplicand. 

(2)  Short  and  rapid  drill  in  multiplying  quantities  by  100.  Multiply: 
185  X  100;  195  X  100;  275  X  100;  375  X  100;  875  X  100;  975  X  100. 

(C)  Multiplying  Quantities  hy  1,000. 

(1)  Rapid  drill  in  multiplying  quantities  by  1,000.  Multiply: 
2,785  X  1.000;  3,895  X  1,000;  5,898  X  1,000;  9,875  X  1,000. 


33 

If  your  pupils  clearly  understand  how  to  multiply  quantities  by  any 
figure  to  9,  and  how  to  multiply  quantities  by  10,  100  or  1,000,  it 
should  not  be  difficult  for  them  to  understand  how  to  multiply  quantities 
by  units  and  tens. 

(D)  Multiplying  Quantities  hy  Units  and  Tens. 

(1)  If  a  farmer  buys  a  farm  of  69  acres  at  $33  an  acre,  how  much 
does  the  farm  cost  him?  How  can  you  show  this  on  your  tablet  or 
blackboard?      Instead   of    writing   $33X69,    we   write    it    thus:     $33 

X60 


What  is  our  first  multiplier?  What  do  we  say  first?  How  many  tens 
in  27  units?  How  many  ones  over?  Where  do  we  write  the  ones? 
What  shall  we  do  with  our  2  tens ?  What  do  we  say  next?  What  larger 
unit  in  29  tens?  How  many  hundreds?  How  many  tens  over?  Where 
do  you  write  the  tens?  Where  the  hundreds?  Read  the  number  of 
hundreds,  tens,  and  ones  you  get  in  multiplying  $33  by  9.  How  many 
ones  or  units  in  2  hundred,  9  tens  and  7  ones?     $33 

X69 


(1)  9  times  $33  =  $297. 

What  is  our  next  multiplier?     What  do  you  say  first?     Where  do  you 
write  it?     What  do  you  say  next?     Where  do  you  write  it?     When  we 
multiply  $33  by  6  tens,  how  many  tens  do  we  have?     We  can  write  our 
second  step  thus :     $33 
X69 


(1)9  times  $33  =  297  ones. 

(2)   6  tens  times  $33  =  198  tens. 

How  can  we  change  our  198  tens  to  units?  How  many  units  in  1  ten? 
How  many  in  198  tens?  What  change  do  we  make  in  the  multiplicand 
in  multiplying  it  by  10?  What  do  we  get  when  we  do  that?  We  can 
now  write  out  all  that  we  have  done  thus :     $33 

X69 


(1)9  times  $33  =  $297  or  ones. 

(2)  6  tens  times  $33  =  $1,980  or  ones. 

(3)  69  times  $33  =  $2,277  or  ones. 

How  much  money  then  does  a  farm  of  69  acres,  at  $33  an  acre,  cost  ? 

(2)  Short  and  rapid  drill  in  multiplying  quantities  by  units  and 
tens.     Multiply:     25  X  12 ;  26  X  22;  46  X  44;  58  X  55 ;  66  X  66;  70 

X  59 ;  89  X  89  ;  99  X  99. 

For  a  helpful  suggestion  in  multiplying  a  quantity  by  10,  or  multiple 
of  ten,  and  by  units  and  tens,  see  Milne's  Progressive  Arithmetic,  Book  I, 
pages  132-137 ;  172-174. 

(E)   Multiplying  Quantities  hy  Units,  Tens  and  Hundreds. 

If  class  clearly  understands  how  to  multiply  quantities  by  units,  by 
units  and  tens,  they  are  ready  to  take  up  the  multiplication  of  quantities 
by  units,  tens  and  hundreds. 


34 

(1)  A  farm  of  125  acres  sold  for  $115  an  acre.  How  much  did  the 
farm  bring? 

(2)  Drill  on  multiplying  quantities  by  units,  tens  and  hundreds. 
Multiply:  125  X  112;  145  X  113;  165  x'll4;  185  X  US;  195  X  116; 
125  X  212;  145  X  213;  365  X  214;  895  X  334. 

LESSON  IX 

(1)  Review  multiplying  quantities  by  one  figure.     Such  as: 

(a)  A  man  grows  2  bales  of  cotton  on  1  acre.  How  many  bales 
could  be  grown  on  4  such  acres?  4  multiplied  by  2  equals  how  many? 
4  times  2=?    4X2  =  8.    2X4  =  8. 

(&)  Teach  the  inverse  problem:  If  8  bales  of  cotton  can  be  grown 
on  4  acres,  how  many  bales  will  1  acre  produce  ?  How  do  we  work  this  ? 
Is  this  problem  to  be  worked  by  a  new  process  ?  Have  we  had  anything 
like  it  before  in  our  class  ?     We  will  see. 

Note.— -If  the  class  can  work  this  orally  give  several  other  simple 
problems  like  it  calling  for  quick  answers.  Begin  each  problem  with 
the  multiplication  idea,  then  give  the  inverse,  but  do  not  call  the  process 
division  now  unless  some  members  of  the  class  do.  In  that  case  make 
some  appropriate  comment  on  the  ability  of  class  members  to  grasp  new 
principles  in  arithmetic. 

(c)  Drill:  2  times  4  =  ?  4  times  2  =  ?  In  8  there  are  how  many 
2's?  In  8  there  are  how  many  4's?  3X4=?  4X3=?  12  -^  3 
=  ?  12  -f-  4  =  ?  How  many  3's  in  12  ?  How  many  4's  in  12  ?  4X4 
=  ?  4X5=?  In  20  there  are  how  many  5's.  How  many  4's? 
20-^5=?     20-^4=? 

Note. — Press  this  rapid  combination  multiplication-division  drill  un- 
til the  class  begins  to  grasp  the  division  idea — to  see  that  it  is  the 
inverse  of  multiplication. 

(2)  SJiort  Division.  Dividing  quantities  by  one  figure,  with  all  even 
numbers  and  no  remainders :  A  farmer  sold  2  young  horses  for  $424. 
What  was  the  value  of  each?  Does  this  problem  mean  that  the  farmer 
received  one-half  of  $424  for  each  of  his  young  horses?  How  shall  we 
write  this  problem  to  work  it  on  tablet  or  blackboard?  Sometimes  such 
problems  are  written  this  way :  $424  ^-  2 ;  but  we  can  work  it  better 
by  writing  it  thus : 

Here  we  have  4  hundreds,  2  tens  and  4  ones  to  be 

2  )  $424         divided  by  2.     Where  shall  we  begin?     What  is  the 

$212         2  called?  'Divisor.    What  is  the  424  called.    Dividend. 

2  is  contained  in  4  hundreds,  2  hundred  times.     Write 

2  under  the  4  hundreds.     2  is  contained  in  2  tens  1  ten  times.     Write  1 

under  the  2  tens.    2  is  contained  in  4  ones  2  ones  times.    Write  2  under 

the  4  ones.     What  then  is  your  answer?     $212.     How  much  did  the 

farmer  receive  for  each  of  his  young  horses?     Explain  how  you  worked 

this  problem. 

Drill:  846^2;  688 -f- 4;  6846^2.  Apply  these  figures  to  local 
values  and  work  each  problem,  requiring  the  class  to  explain  each  step. 


35 


LESSOJf  X 


(1)  Eeview  "carrying"  in  addition.  Use  a  few  familiar  examples  to 
illustrate  the  principle. 

(2)  Review  "borrowing"  in  subtraction.  Subtract  2345  from  3236; 
678  from  965;  8956  —  7987.  Write  these  on  the  board  and  have  class 
work  on  their  tablets. 

(3)  Eeview  multiplying  units,  tens  and  hundreds — and  units,  tens, 
hundreds  and  thousands — by  units  and  tens.  345X24;  728X^6; 
3422  X  27. 

(4)  Review  first  lesson  in  short  division — all  even  numbers  and  no 
remainders.    2X4=?    4X2=?    y2oi4:=  (    4^2=?    2)4=? 

New  Work 

(5)  Short  Division.  Dividing  quantities  by  one  figure,  using  both 
even  and  odd  numbers,  and  dividends  that  will  show  remainders. 

A  farmer  sowed  275  bushels  of  oats  and  sowed  2  bushels  per  acre. 
How  many  acres  did  he  sow?  Shall  we  multiply  or  divide  to  find  the 
number  of  acres?  Work  this  on  tablets  and  on  the  blackboard.  Plave 
we  had  a  form  for  working  problems  in  division  ?     What  is  it  ? 

Divide:    2  is  contained  in  2  hundreds  1  hun- 

2  )  275  dred  times.    Write  1  in  the  hundreds  place  under 

137^  acres      the  2  hundreds.     2  is  not  contained  in  7  tens  an 

even  number  of  times.     What  do  we  do?     2  is 

contained  in  7  tens  3  tens  times  and  1  ten  over.     Write  3  in  the  tens 

place  under  the  7  tens.     Now  we  have  1  ten  over  and  the  5  ones  to  be 

added  and  divided  by  2.     How  many  ones  in  1  ten  and  5  ones?     15. 

2  is  contained  in  15  ones  7  times  with  1  over.     Write  the  7  in  the  ones 

place  under  the  5  ones.     What  can  we  do  with  the  1   one  left  over? 

What  is  it,  anyway?     1  bushel  of  oats.     How  many  bushels  were  sowed 

on  1  acre?     2.     Then  what  part  of  an  acre  will  1  bushel  sow?     ]A  an 

acre.    Write  the  ^  at  the  right  of  the  7  ones. 

How  many  acres  did  the  farmer  sow  in  oats?  137^'2-  -^sk  some 
member  of  the  class  to  explain  this  problem  from  the  blackboard.  Call 
for  volunteers. 

Last  3'ear  8  tomato  club  girls  put  up  5768  cans  of  tomatoes.  If  each 
girl  put  up  the  same  number  of  cans,  how  many  did  each  can  ?  Work 
this  on  tablets  and  blackboard.  Explain  carefully  the  first  step :  that 
8  is  not  contained  in  the  first  figure,  5,  but  that  you  must  use  the  first 
two  figures  in  the  dividend,  57.  Then  proceed  Avith  the  problem  as  in 
the  preceding  one. 

jS'ote. — You  will  probably  find  that  many  in  the  class  can  solve  these 
problems  "in  their  head"  as  they  say,  and  will  hesitate  to  work  them 
out  on  paper.  In  that  event  suggest  that  it  is  well  to  work  them  on 
paper  so  each  one  will  learn  the  Avritten  process,  and  by  practice  will  be 
able  later  to  work  more  difiicult  problems  and  many  such  which  are  too 
long  and  complicated  to  be  "worked  in  their  heads." 

If  there  is  time  enough  give  several  similar  problems  based  on  com- 
munity interests  and  activities. 


36 

(6)  Sho7't  Division.  Dividing  quantities  by  10  or  a  multiple  of  10. 
If  10  horses  eat  550  lbs.  of  hay  a  week,  how  many  lbs.  will  1  horse  eat? 

W  )  550 
55 

This  example  has  1  ten  as  a  divisor  and  55  tens  as  a  dividend.  Then 
cut  off,  or  cancel,  the  last  figure,  which  is  zero  in  each  case,  and  divide. 
55  -^-  1  =  55.    The  quotient  is  55  lbs.  of  hay  each  week  for  each  horse. 

Divide:    20  )  860;  30  )  930;  50  )  1050.     Drill  on  like  examples. 

LESSON  XI 

(1)  Brief  review,  again,  of  "carrying"  in  addition  and  ''borrowing" 
in  subtraction. 

(2)  Give  a  brief  drill  on  short  division  with  even  numbers,  odd  num- 
bers, remainders  in  fractional  forms,  and  the  like. 

(3)  Drill  on  dividing  quantities  by  10  and  multiples  of  10. 

In  all  our  division  so  far  we  have  used  only  one  figure  as  a  divisor. 
Do  we  ever  need  to  use  more  than  one  figure  as  divisor?  We  do.  We 
must  use  a  longer  form  in  longer  problems.  Then  we  call  the  new  form 
what?    Lo7}g  Division. 

(4)  Dividing  hy  Units  and  Tens. 

If  21  members  of  a  Farmers'  Union  sold  their  potatoes  together  for 
$2,583,  how  much  was  the  equal  share  of  each  ? 

Can  you  Avork  this  on  your  tablets?  To  work  this  problem  let  us 
write  it  thus : 

<h-<o3  First.    Divide:  We  see  that  the  25  in  the  dividend 

21  "1  ifi258S         contains  21,  the  divisor,  1  time  with  a  remainder. 
^ — — —  Second.     Write  quotient  figure  1  above  5  in  the 

—  dividend. 

48  Third.    Multiply  21  in  the  divisor  by  1  in  the  quo- 

4^  tient  and  write  the  product  under  25  in  the  dividend. 

63  Fourth.    Subtract  the  21  from  25.    We  find  the  re- 

63         mainder  to  be  4. 

Fifth.  Bring  down  the  next  figure  in  the  dividend, 
8.  What  is  48  ?  A  new  dividend.  Proceed  with  this  as  you  did  in  the 
case  of  the  25.  21  is  contained  in  48  twice  with  a  remainder.  Write 
the  2  in  the  quotient  over  8.  Multiply  21  by  2,  and  write  the  product 
under  48.  Subtract,  and  bring  down  the  next  figure  in  the  quotient,  3. 
Is  63  a  new  dividend?  How  now  shall  we  proceed?  Members  of  the 
class  will  probably  suggest  that  21  is  contained  in  63,  3  times,  and  tell 
you  to  write  3  in  the  quotient  above  3  in  the  dividend,  then  to  multiply 
21  by  3  and  write  the  product  under  63.  Are  there  any  other  steps  to 
take  ?  Is  the  problem  solved  ?  If  so,  what  is  the  ansAver  ?  How  much 
money  did  each  man  receive  for  his  potatoes? 

Give  several  other  problems  of  local  interest.  Let  them  include  frac- 
tions in  the  quotients. 


37 

(5)  Dividing  hy  Units,  Tens  and  Hundreds. 

If  a  man  raises  97,356  pounds  of  lint  cotton  on  244  acres  of  land,  what 
is  the  average  yield  on  each  acre? 

Work  this  on  hlackboard  and  on  tablets.  If  the  class  understands  the 
preceding  problems,  this  can  be  Avorked  Avith  a  little  help  from  the 
teacher. 

XoTE. — Be  sure  to  impress  upon  the  class  the  f-ve  formal  steps  in 
dividing  in  long  division.  Call  attention  to  the  fact  that  long  division 
includes  drill  in  subtraction  and  multiplication. 

LESSON  XII 

JNToTE. — Lesson  XII  is  divided  into  three  distinct  sections.  You  may 
be  able  to  use  only  one  section — the  one  which,  in  your  judgment,  is 
best  ada])ted  to  your  class  at  this  time,  or  you  may  have  time  to  use 
two  sections,  or  all  three,  as  your  judgment  dictates. 

(1)  Discuss  and  review  rapidly  Avith  the  class  the  four  fundamental 
operations  AA'hich  have  been  studied  in  the  preceding  lessons.  If  you 
think  it  best  you  might  do  well  to  spend  all  the  time  for  this  lesson  on 
this  section.  In  that  event  prepare  in  advance  a  number  of  simple 
problems  involving  the  four  processes,  and  drill,  drill,  drill  on  these 
so  the  class  can  tell  quickly  by  the  statement  of  the  problem  or  the  sign 
given  Avhat  process  is  to  be  used.  Incidentally  you  could  have  the 
problems  you  use  include  some  fractions  and  money  calculations. 

(2)  Introduce  a  fcAv  fractional  forms — those  most  likely  to  be  used 
in  the  homes  of  the  community. 

(a)  Discuss  fractions,  define,  and  give  illustrations  of  their  useful- 
ness in  everyday  life.  Teach  how  to  write  fractions:  %,  %,  ^4> 
y^)  Vdi  %>  /4o>  6tc.  If  necessary  teach  these  by  using  objects,  or  draw- 
ings on  the  blackboard. 

(b)  A  lady  in  town  ordered  1  bushel  of  tomatoes  from  a  gardener, 
agreeing  to  pay  $1.40  for  them.  The  gardener  could  deliver  only  %  of 
a  bushel.     What  were  they  Avorth  ? 

How  many  pecks  in  a  bushel?  What  part  of  a  bushel  is  a  peck?  How 
many  fourths  then  in  a  bushel? 

If  %  or  a  whole  bushel  cost  $1.40, 

%  of  a  bushel,  or  1  peck,  would  cost  ^  of  $1.40  =  $  .35. 

If  Yi  bushel  cost  $.35, 

Then  %  bushel  Avould  cost  $.35  X  3  =  $1.05. 

How  much,  then,  did  the  gardener  receive  ? 

(c)  If  a  farm  contains  275  acres,  and  %  of  it  is  in  cultivation,  hoAV 
many  acres  are  in  cultivation  ? 

State  the  problem  clearly.  What  do  you  Avant  to  know?  Is  Y^  more 
or  less  than  the  Avhole  farm  ?  Hoav  many  fifths  in  the  whole  farm  ? 
In  any  whole  object?  Illustrate  by  drawing  on  the  blackboard,  or  Avith 
a  string.  Hoav  shall  Ave  Avork  this?  There  is  1  fann.  In  any  whole 
thing  there  are  five-fifths — %. 

If  %  =  the  whole  farm  of  275  acres, 
Vs  ^=  /5  of  275  acres  =  55  acres, 
Yr,  =  55  acres. 
Then  %  =  55  X  ^  =  220  acres. 


118174 


38 

(d)  Drill  on  fractions,  such  as: 

If  y,  my  land  is  25  acres,  how  miicli  land  have  I?  If  %  =  40,  what 
will  %"be?    1/4  =  10,  find  %,  etc. 

(3)  Give  a  few  problems  in  United  States  money,  showing  how  to 
add,  subtract,  multiply  and  divide  dollars  and  cents. 

(a)  Suppose  four  men  gave  you  money  as  follows:  $250.16,  $440.32, 
$850.06,  $325.91.  How  much  would  you  then  have?  How  shall  we 
work  this?  Just  as  we  did  in  addition,  being  careful  to  put  dollars  under 
dollars  and  cents  under  cents.  The  little  dot  or  period  between  the 
dollars  and  cents  is  called  the  decimal  point  and  is  used  to  show  the 
division  betAveen  whole  things  and  parts — such  as  dollars  and  parts  of 
dollars. 

(h)  A  farmer  sold  452.25  bushels  of  peas  at  $2.25  a  bushel.  How 
much  did  he  receive  for  them. 

ISToTE. — For  the  method  to  be  employed  in  multiplying  quantities  by 
units,  tens  and  hundreds  see  Lesson  VIII.  However,  in  the  problem 
above  it  will,  of  course,  be  necessary  to  explain  that  the  class  in  working 
the  problem  must  point  off  in  the  product  to  the  right  of  the  decimal 
point  as  many  figures  as  there  are  to  the  right  of  the  decimal  point  in 
both  the  multiplicand  and  the  multiplier. 

(c)  If  a  land  dealer  sold  9.5  acres  of  land  for  $459.35,  how  much  did 
he  receive  for  1  acre? 

]^OTE. — The  method  for  solving  this  problem  will  be  found  in  Lesson 
XI.  Teach  how  to  deal  with  the  decimal  point.  The  class  must  point 
off  in  the  quotient  to  the  right  of  the  decimal  point  as  many  figures  as 
the  figures  to  the  right  of  the  decimal  point  in  the  dividend  exceed,  or 
are  more  than,  those  to  the  right  of  the  decimal  point  in  the  divisor. 

(d)  Drill.  If  you  can  do  so,  give  a  number  of  simple  problems  based 
upon  community  interests.  Drill  especially  on  money  problems  in- 
volving multiplication  and  division. 


Aa    Bb    Gc    Dd  Ee  Ff  Gg 

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UCLA-Young   Research   Library 

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